Project 1 Relational Storytelling in English

Relational Storytelling in English 

During the first few weeks of class, we have learned to approach English in relation to other languages and unequal social situations. Language ideologies, myths, and “authorities” of language can contribute to demystifying these situations, providing a more complex or “translingual” view of the language. Storytelling also creates opportunities to describe the complicated language situations in which people find themselves.  

When we exchange narratives and create a dialogue between them, we can learn from one another about how these ideologies and material realities function, and thus, address the inequalities that come with them. 

Therefore, for this project, you will be writing your individual stories of English entanglements and how those shape your literacies and lives (individually). Next, put your individual stories of language and literacy into conversation (as a group), creating a cohesive narrative about the complexities of English(es). 

Step 1: individual narrative (1 page single spaced) where each member of the group talks about their experiences with  English language and literacy practices, drawing from at least 2 concepts from our class readings/materials. You are required to use examples from your lived experiences with language(s) and how those have shaped your current understanding of language practice.  

Step 2: responding to your peers’ narratives and their application of class concepts on Canvas. For this part, you will be asked to: 

• Provide feedback to one another on the use and application of class concepts, making sure that they are accurately understood and presented in the narratives;
• Establish connections between your experiences with language and those of your peers’ in order to complete the 3rd part (a cohesive group narrative). 

Step 3: creating a cohesive group narrative where you:

•  Integrate your individual revised stories into a larger one that presents a cohesive yet complex view of how English works and affects individuals. 
• add an introduction (one page single spaced max) and a discussion ( 3 pages single spaced max) where you bring in examples from everyone’s narratives and some literature to ground your ideas (the articles and materials we have read for class, as well as other sources you might find relevant). Basically, you will all talk about what you have learned about the language from the whole group. 

Length: 10-12 pages single spaced max. (if you are doing multimodal or multimedia narratives, lmk). 

Steps and Deliverables: 

• Step 1: Individual narrative due on April 2nd 
• Step 2: Responses on your peers’ narratives on Canvas due on April 8th at 2pm (but I recommend you do this earlier to have more time for the group narrative)
• Step 3: Group narrative and individual memo due on April 12 at 8 am, where you talk about your individual contributions to the group narrative (informally in 200 words, approx. ). 

AI 

Using AI in this assignment doesn’t make sense, since it will prevent you from accomplishing the goals of the project. The goal is to apply the concepts we have learned in class to your experiences, and establish a conversation with your group about the commonalities and differences in everyone’s language experiences. To do that, you have to show engagement with your peers’ narratives using Hypothesis on Canvas and connect theirs to your own. 

For the assessment, turn in an individual memo where you respond to the following self-assessment guiding questions

Assessment : 20 points

• Does each narrative present a complex understanding of English, using examples from your lived experiences and drawing from at least 2 class concepts? 6 points
• Did you give feedback to every member of your group and identified and established connections between your language experiences? 6 points
• Does your group narrative engage all individual narratives in cohesive yet distinct ways, positioning each of your stories and creating a dialogue around them? Does the group narrative weave in examples from your experiences with ideas from the literature? Does your discussion rely on class articles or materials to support or complicate your thoughts? 6 points 
• How did you personally work with your group? In what ways did you honor the classroom community agreement and the group protocol? 2 points